You searched: *Equivalent fractions* in Subject

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DescriptionIn the second clip, researcher Carolyn Maher asked the students to build a model to show which is bigger, two thirds or one half, and by how much. The students worked with their partners to solve the...

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DescriptionIn the first clip, researcher Carolyn Maher began the session with a discussion about a model that Mark had made for another class. The model was comprised of a boat, a fish, and two children. The...

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DescriptionIn the second clip, David and Meredith worked on building models to represent their solution to the problem: Which is larger, two thirds or three quarters, and by how much. David first built two...

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DescriptionIn the fourth clip Erik repeated the explanation of his model to the classroom teacher. His model consisted of a train of three orange and one dark green rod and lined up four blue rods. He lined up...

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DescriptionIn the sixth clip Erik and Alan worked on the task: Which is larger, one half or three fourths. Erik showed, using the orange and red train as one, that the difference between the two fractions was...

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DescriptionIn the second clip, Kimberly and Audra worked together on the task: Which is larger one half or three fourths. Kimberly built a model using an orange and red train, two dark green rods, and four light...

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DescriptionIn the fifth clip Michael and Brian extended their model using the orange and red train to show thirds and twelfths in addition to fourths. They showed that the difference between two thirds and three...

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DescriptionIn the fourth clip, researcher Alice Alston worked with Gregory and Danielle on the task: Which is larger two thirds or one half and by how much? Danielle built two models, one using the dark green...

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DescriptionIn the third clip, Alan and Erik worked together on the task: Which is larger two thirds or one half and by how much? Alan first built a model using the dark green rod as one, and the two concluded...

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DescriptionIn the third clip, researcher Amy Martino then worked with Mark and Laura. Mark justified his solution using each model he built. The researcher asked Mark if he thought that a different model might...